Cultural stressors, youth coping, and mother-adolescent conflict.

Objective: This study examined the associations between cultural stressors (i.e., foreigner-based discrimination and acculturation gap conflict) and mother-adolescent relational conflict and the moderating effects of youth coping on these relations.

Language proficiency and ethnic-racial orientation among Latine mother-adolescent dyads.

Language proficiencies have implications for how parents and children can communicate effectively and how culture and heritage can be transferred across generations. Previous research has sought to understand the relationship between parent language (mainstream, heritage) proficiencies and the ethnic-racial orientation of their children, though prior studies have not investigated the relationship between child language proficiencies and parent ethnic-racial orientation. This study examined the actor-partner effects of Latine mother-child dyads (N = 175; youth mean age = 12.

Critical consciousness and anti-racist action as rooted in family processes.

Racially ethnically marginalized communities in the United States are exposed to structural and interpersonal forms of racism that have harmful effects on their health, wealth, education, and employment (Centers for Disease Control and Prevention, Racism and Health. https://www.cdc.

Microsocial analysis of dyadic interactions with toddlers and mothers with borderline personality disorder.

Borderline personality disorder (BPD) is known for disruptions in mother-child interaction, but possible underlying patterns of micro-behavior are barely understood. This is the first study examining behavioral dyadic synchrony-the coordinated and reciprocal adaptation of behavior-and regulation on a micro-level and relating it to macro-behavior in mothers with BPD and their toddlers. Twenty-five mothers with BPD and 29 healthy mothers participated with their 18- to 36-month-old toddlers in a frustration-inducing paradigm.

Daily Discrimination and Affect in Latinx Adolescent-Parent Dyads Residing in Northeast United States.

In this 14-day study, we tested whether Latinx adolescents' (M  = 12.76 years, 52% female; 52% U.S.

Parental depressive symptoms, parent-child dyadic behavioral variability, and child dysregulation.

Parental depressive symptoms are associated with greater variability and inconsistency in parenting behavior as well as children's emotional and behavioral dysregulation. The present study explored whether such relations extended to dyadic processes, examining whether maternal and paternal depressive symptoms at child age 3½ interacted with concurrent higher dyadic behavioral variability (DBV) in mother-child free play to heighten children's emotional and behavioral dysregulation at age 4 ( = 100). Child dysregulation was measured as mother-reported emotional lability-negativity and externalizing problems, and DBV was measured as the number of transitions among dyadic behavioral states using state space grids.

The role of dynamic, dyadic parent-child processes in parental socialization of emotion.

We investigated what a dyadic framework added to Eisenberg, Cumberland, and Spinrad's (1998) parental emotion socialization model based on the argument that the dynamic organization of emotion in the dyad is more than the sum of its parts and thus makes a unique contribution to emotion socialization. Preschoolers (N = 235) completed challenging problem-solving tasks with mothers and fathers, during which parental emotion-related socialization behaviors (ERSBs), child negative emotional arousal, and dyadic positive emotion data were collected. We examined whether dyadic synchrony of positive emotion at age 3 was a mechanism by which age 3 parental ERSBs impacted children's age 5 aggressive behavior in school, accounting for child gender, child negative emotional arousal, and aggressive behavior in preschool.

Preschoolers' Self-Regulation in Context: Task Persistence Profiles with Mothers and Fathers and Later Attention Problems in Kindergarten.

Task persistence is related to attentional regulation and is needed for the successful transition to school. Understanding preschoolers' task persistence with caregivers could better inform the development and prevention of attention problems across this transition. Preschoolers' real-time task persistence profiles during problem-solving tasks with mothers (N=214) and fathers (N=117) were examined as antecedents of teacher-rated attention problems in kindergarten, accounting for child temperament, parenting, and preschool attention problems.